A Junior High Science Activity That Include Everyone
Is it really true that these junior high science activity are for every student in your room? Let’s see- we know the “good” kids who normally pay attention will continue to do so. But what about the daydreamers, the troublemakers, and those who panic when things get “wordy” and technical? I designed each of my junior high science activity to keep everyone interested:
- The daydreamer will become intrigued with the demonstration
- Troublemakers are usually kids who hate worksheets because they have trouble reading, so they’ll love getting their hands on science
- And those with weak stomachs will be ok too, because they’ll get a boost of confidence from what they did themselves. And that which you have done with your own hands you are no longer afraid of.
This is an excerpt from the lesson- “Interactive Notes-States of Matter“
A Junior High Science Activity With Advantages
Since each junior high science activity of mine has been used in a real classroom (my own) you know you’re getting more than a great sounding idea that might work. You’re getting junior a high science activity without kinks and with a consistent flow from beginning to end. You’re also getting a thorough background that reflects what actually happened when I did the lesson with my students, and not what might happen or we hope will.
We all know what it’s like to try to use a teacher’s guide that’s vague or idealistic; those don’t work because they were dreamed up far from a real classroom! That won’t happen with any junior high science activity here.
Illustrate Every Junior High Science Activity
It’s my firm belief that almost everything in science has a simple explanation, and the best ones include a demonstration with a reference to something students are already familiar with. It’s very important that those illustrations become a central part of each junior high science activity.
Have you ever listened to a speaker who confused you? In your mind you may have thought, “Why don’t you showme what you’re talking about. Give me an illustration, please!” If they finally did give an illustration, then you remember your anxiety letting down. Remember to use word pictures often during your junior high science activity, because that’s how our minds learn best, and also because there’s usually a student in your classroom looking at you starving for an illustration but saying nothing.
“Letting Go” In A junior high science activity
To your relief, no junior high science activity on this site will ask you to do every thing for every student. In fact, you’ll notice a complete shift of who does what in each junior high science activity. Students, not you, are the ones doing things. Your job is to stand back and make sure people do what they’re supposed to do, and the outcomes are what they’re supposed to be. Then you can move in with dialogue when their minds are primed and ready. This method may be uncomfortable for you at first. But the rewards are worth it.
By handing over the best part of your junior high science activity to students- the demonstration- you’re showing trust. Most students will respond to this by rewarding you (and themselves) with a higher level of maturity, and now everyone’s winning. In my junior high science activity your role is to give students enough clear instruction so they know what to do. But always leave some play room that they can use to discover things for themselves. Having come upon something amazing with their own hands, they will naturally go further and manipulate variables, enriching the discussion even more. Now that is real science.
Priorities Of A junior high science activity
I want you to know that every set of teacher notes that accompany each junior high science activity is based on how the lesson actually went in my classroom, and many videos were recorded the same day it was taught so the details would be preserved. Thats why the voice in each junior high science activity seems real, like I actually did what it’s describing. It wasn’t always convenient to do it this way, but my standard is excellence and I feel I couldn’t give you an excellent product any other way.
I hope you don’t mind, but to keep your teacher notes from becoming overly-complicated, I chose not to pass them through an English department for a grammar check. Nor were they sent to the local university to be corrected. While I hope there aren’t many mistakes, that’s still not my main concern. All I care is that my junior high science activity actually work in the classroom. Some teacher guides are so sophisticated and overdone that you have trouble making sense of them, and a perfectly good lesson can be lost when it’s “over-decorated”. I just wanted mine to be clear.